IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO.

2, JUNE 2021

MOTIVATIONAL FACTORS INFLUENCING THE TEACHING

PERFORMANCE OF TEACHERS IN TUY DISTRICT
BATANGAS, PHILIPPINES

ROSALIA L. RODRIGUEZ1 MARIO A. CUDIAMAT2

0000-0002-0484-85491 0000-0002-1303-77992
rosalia.rodriguez@deped.gov.ph1 maucudiamat@ymail.com2
1
Jose Lopez Manzano National High School, Tuy, Batangas, Philippines
2
Calatagan Senior High School, Calatagan, Batangas, Philippines

ABSTRACT

This study aimed to analyze the motivational factors influencing the teaching performance of teachers
in Tuy District, Batangas, Philippines. It utilized the descriptive-quantitative method. One hundred eight
(108) teacher respondents were all taken from the population of all Secondary School teachers in Tuy
District. Frequency, percentage, weighted mean, standard deviation, spearman rho (rs) and IBM SPSS
AMOS 26 were used in the data analysis. Meanwhile, the findings revealed that the teachers are mostly
female, have salary grade (SG) 11 and are always motivated in terms of their profession, health wellness,
social relationship, and personal attributes. They also have very satisfactory ratings in their Individual
Performance Commitment and Review Form (IPCRF). A learning and development framework was
proposed to strengthen the teaching performance of teachers in Tuy District.

Keywords: motivational factors, teaching performance, Individual Performance Commitment Review

Form, descriptive-quantitative, Tuy, Batangas, Philippines

INTRODUCTION behavior. In everyday usage, the term motivation

is frequently used to describe why a person does
Motivating factors are drivers of human something.
behavior related to the intrinsic nature of the Notwithstanding, motives are the 'whys' of
work, but not necessarily to the surrounding behavior-the needs or wants that drive behavior
circumstances or environment. Motivating factors and explain what people do and they do not
include achievement, advancement, autonomy, actually observe a motive; rather, it is inferred
personal growth, recognition, responsibility, and that one exists based on the behavior people
the work itself. Motivation is all about what drives observe. In the phenomenal bestseller book “The
a person. There is a combination of external and Power of Positive Thinking” by Dr. Norman
internal motivating factors in the lives, but the Vincent Peale, “written with the sole objective of
internal motivations have proven time and time helping the reader achieve a happy, satisfying,
again to be far more effective. What motivates and worthwhile life,” The author demonstrates the
one person may not be what motivates the next power of faith in action. With the practical
because people are all unique, and that is the techniques outlined in the book, everyone can
biggest thing to remember when understanding energize their own lives-and give themselves the
the internal motivation and trying to change the initiative needed to carry out their ambitions and
life. Motivation involves the biological, emotional, hopes. This can be achieved through the
social, and cognitive forces that activate following: believing in yourself and in everything
you do; building a new power and determination;
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RODRIGUEZ, R.L., CUDIAMAT, M. A., Motivational Factors Influencing the Teaching Performance of Teachers in
Tuy District, Batangas, Philippines, pp.10 –15
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 2, JUNE
developing the power to reach your goals;
breaking the worry habit and achieve a relaxed
life; improving one’s personal and professional
relationships; assuming control over the
circumstances; and being kind to self.
It is the declared policy of the state to
promote social justice and pursuant thereto,
provide all its citizens access to quality education.
Towards this end, the State shall provide
adequate funding and such other mechanisms to
increase the participation rate among all
socioeconomic classes in Tertiary Education,
especially the poor but academically able and
highly motivated students. This policy should
enable them to successfully pursue and complete
Tertiary Education programs in quality
institutions, thereby promoting equitable and
Rationalized Access by poor Filipinos to quality
Tertiary Education. (Republic Act No. 10687).
Therefore, several studies were
conducted to investigate teachers’ beliefs and
practices concerning which motivational
strategies can be used in class. Teachers of
English were asked to evaluate a list of
motivational strategies, indicating how
importantly they considered the strategies to be
and how frequently they implemented the
strategies. There are also more than 100
Motivational Strategies in the Language
Classroom, to enable teachers to motivate
learners. Researchers continued to explore the
scope of motivational strategies. They examined
how teachers of English can use certain
strategies to motivate their learners. Further, they
examined the differences between the beliefs
and practices of teachers of English. These
studies provide us with evidence of what
motivational strategies teachers can use when
motivating learners from the teachers’ point of
view. However, if we desire to motivate learners
more effectively, there is an area that should be
explored, which is to know learners’ sentiment
toward motivational strategies used by teachers
in class.
The primary role of a teacher is to deliver
classroom instruction that helps students learn.
To accomplish this, teachers must prepare
effective lessons, grade student work, and offer
feedback, manage classroom materials,
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RODRIGUEZ, R.L., CUDIAMAT, M. A., Motivational Factors Influencing the Teaching Performance of Teachers in
Tuy District, Batangas, Philippines, pp.10 –15
2021
productively navigate the curriculum, and
collaborate with other staff. But being a teacher
involves much more than executing lesson plans.
Teaching is a highly sophisticated profession that
regularly extends beyond academics. In addition
to ensuring that students experience academic
success, teachers must also function as
surrogate parents, mentors, and counselors, and
even almost-politicians. There is almost no limit
to the roles a teacher may play.
Unfortunately, at present there are so
many complaints heard from teachers proving
that they were unhappy and sometimes not
motivated. Different reasons regarding come up.
Some said that he is not capable of the task
because he needs professional development.
Few pointed out that it is about the salary. But
others said that it is because of the students, or
the co-workers. Those are the motivational
factors affecting the teachers’ performance in
school. Many had left the profession for those
reasons, but still many teachers chose to apply
for Department of Education.
With the belief that performance of
teachers will be judged on their success in
making people happy, and because of the limited
information on what makes a teacher happy and
motivated, many countries and researchers are
now involved in studying “happiness and
motivational factors.” In this light, this study was
conducted as an attempt to create a structured
model that may be designed to strengthen the
teaching performance of Secondary School
Teachers.
OBJECTIVES OF THE STUDY
This study aimed to analyze the
motivational factors that influenced the teaching
performance of teachers in Tuy District,
Batangas. Specifically, this study sought answers
to the following questions: 1) Determine the
profile of the respondents; 2) Identify the
motivational factors that influenced the teaching
performance of teachers; 3.) Ascertain the
teachers’ rating in Individual Performance
Commitment and Review Form (IPCRF);4)
Design a framework to strengthen the teaching
performance of teachers.
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 2, JUNE 2021

METHODOLOGY RESULTS AND DISCUSSION

The study utilized the descriptive- 1. The Profile of the Respondents

quantitative method of research which made use
of the questionnaire in gathering the necessary Table 1
data. Descriptive method is applicable to the Profile Respondents in Terms of Sex
study because it aimed to determine the
Sex Frequency Percentage
motivational factors that influence the teaching
Male 28 26%
performance of secondary school teachers in Tuy
Female 80 74%
District, Batangas. On the other hand,
descriptive-correlational and comparative were Total 108 100%
used to determine if there is significant difference
1.1. Sex
or relationship among the variables in this study.
The respondents of this study were 108 teachers
Majority of the respondents are females;
from the Secondary Schools in Tuy, District. The
twenty-six (26) percent of the respondents are
respondents were all taken from the population of
male, and seventy-four (74) percent of the
all Secondary School Teachers in Tuy District.
respondents are female. Thus, it proves that
The researcher secured permission from
teachers are dominated by female teachers.
the Public Schools District Supervisor (PSDS) of
Tuy District in the form of letter. After the 1.2. Salary Grade
approval, the researcher sent another letter
asking permission for the Principals of the Seventy-six (76) percent of the
Secondary Schools within the District. Then right respondents got Salary Grade 11, eleven (11) got
after the permission was granted, the Salary Grade 12, eleven (11) got Salary Grade
researchers proceeded to the survey proper. The 13, while two (2) of the respondents got Salary
questionnaires were distributed and expected to Grade 18. These prove that teachers were
receive personally by the respondents. All dominated by the teachers with Salary Grade 11.
questionnaires were retrieved.
To process the data, the researchers 2. Motivational Factors that Influenced the
used the Statistical Package for the Social
Teaching Performance of Teachers
Sciences Program was used. Frequency and
percentage were used to determine the profile of Table 2
the respondents in terms of age and salary grade. Summary of the Motivational Factors that Influenced the
Weighted mean and standard deviation were Teaching Performance of Teachers in Tuy, District
used to describe the motivational factors that
Indicators WM VI SD
influenced the teaching performance of
Secondary School Teachers in terms of 1. Profession 4.50 AM 0.70
profession, health wellness, social relationship,
and personal attributes. The Individual 2. Health Wellness 4.52 AM 0.59
Performance Commitment and Review Form
(IPCRF) rating of teachers. Weighted mean and 3. Social 4.57 AM 0.58
standard deviation were used to describe the Relationship
Individual Performance Commitment and Review 4. Personal 4.61 AM 0.50
Attributes
Form (IPCRF) rating of teachers in terms of:
Grand Mean 4.55 AM 0.59
content knowledge and pedagogy; learning
environment and diversity of learners; curriculum
and planning; assessment and reporting; and
Teachers are always motivated in terms
plus, factor.
of their profession, as it garnered a grand mean

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RODRIGUEZ, R.L., CUDIAMAT, M. A., Motivational Factors Influencing the Teaching Performance of Teachers in
Tuy District, Batangas, Philippines, pp.10 –15
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 2, JUNE 2021

of 4.50 and standard deviation of 0.70. In terms

of their health wellness, it also motivated them; it
gained a grand mean of 4.52 and standard
deviation of 0.59. Also, always motivated in terms
of their social relationship with a grand mean of
4.57 and standard deviation of 0.58. Lastly, they
are also always motivated terms of their personal
attributes and it received a grand mean of 4.61
and standard deviation of 0.50.

3. The Individual Performance Commitment

and Review Form (IPCRF) Rating of
Teachers

Table 3
Individual Performance Commitment and Review Form
(IPCRF) Rating of Teachers
KRA WM VI SD
Figure 2. A structural model linking the motivational factors that
1. Content Knowledge 4.35 VS 0.51 influenced the teaching performance and the Individual
and Pedagogy Performance Commitment and Review Form (IPCRF) Rating of
Teachers
2. Learning Environment 4.33 VS 0.46
and Diversity of
Learners CONCLUSIONS
3. Curriculum and 4.27 VS 0.62
Planning Based on the findings, the following
4. Assessment and 4.07 VS 0.79 conclusions were drawn:
Reporting
5. Plus Factor 3.70 S 0.88
1. Secondary School teachers of Tuy District are
mostly female and have a Salary Grade of 11.
Grand Mean 4.14 VS 0.65
2. The teachers are always motivated in terms
of their profession, health wellness, social
relationship, and personal attributes.
Teachers’ performance is very
3. The teachers have very satisfactory rating in
satisfactory with a grand mean of 4.14 and
their Individual Performance Commitment
standard deviation of 0.65.
and Review Form (IPCRF).
4. A framework was designed to serve as basis
4. Framework to Strengthen the Teaching
for learning and development program to
Performance of Teachers strengthen the teaching performance of
secondary school teachers.
Motivational factors which include the
profession, health wellness, social relationship RECOMMENDATIONS
and personal attributes influences the teaching
performance of teachers as perceived in the Based on the conclusions of the study, the
Individual Performance Commitment and Review following recommendations were hereby
Form (IPCRF) rating of the teachers in terms of endorsed:
content knowledge and pedagogy; learning
environment and diversity of learners; curriculum 1. Administrators should strive to make the
and planning; assessment and reporting; and teachers motivated to perform well
plus, factor. regardless of their profile.
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RODRIGUEZ, R.L., CUDIAMAT, M. A., Motivational Factors Influencing the Teaching Performance of Teachers in
Tuy District, Batangas, Philippines, pp.10 –15
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 2, JUNE
2. Administrators should maintain the
motivation of the teachers in terms of
profession, health wellness, social
relationship, and personal attributes.
3. The teachers should continue to grow
professionally to keep the very
satisfactory rating of teachers in
Individual Performance Commitment and
Review Form (IPCRF).
5. Implementation of learning and
development program be designed based
on the developed framework to
strengthen the teaching performance of
secondary school teachers should be
executed.
ACKNOWLEDGMENTS
The authors, with much sincerity and
deep appreciation, conveys her heartfelt thanks
and gratitude to the following persons who
inspired her and helped her in the preparation of
this study. Their relatives and friends, for their
moral support and unfailing encouragement for
the accomplishment of this research.
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AUTHORS PROFILE
Rosalia L. Rodriguez finished Bachelor in
Secondary Education major in
Mathematics year 2016 and
Master of Arts in Education
Major in Mathematics year 2020
at Dr. Francisco L. Calingasan
Memorial Colleges Foundation,
Inc., Nasugbu Batangas. She is
currently a Teacher III in Jose Lopez Manzano
National High School, Tuy, Batangas at
Department of Education-Batangas Province
teaching Mathematics 9 and Mathematics 10.
Dr. Mario A. Cudiamat is currently a Master
Teacher II and designated
Subject Group Head of Senior
High School in Calatagan at
Department of Education-
Batangas Province. He teaches
Research and Natural Science
related courses. He also works as Associate
Professor (adjunct faculty) of Science and
Mathematics Division of the Graduate Studies
Department, Dr. Francisco L. Calingasan
Memorial Colleges Foundation, Inc., Nasugbu
Batangas.
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